Come to the edge. We might fall.

Come to the edge. It's too high!

Come to the edge! And they came, and he pushed, And they flew.

Christopher Logue

James Callaghan’s Ruskin College Speech (18th October 2016)

Education’s Fuster Cluck• Incomplete & Confused Autonomy; Political Diktat

• Accountability Gone Mad– Ofsted, Mocksteds, Limited Metrics

– Performance Management & Performance Related Pay

– An Option for the Poor Which Lacks Coherence

• Pointless Data Collection by Teachers & on Teachers

• Demographic Time Bomb– Recruitment, Retention & Admissions

• Workload Challenges – Concurrent Curriculum Change

• Professional Development focussed on Competence & Coverage rather than Excellence & Impact

@LeadingLearner

Acknowledgement: The Key (2016) State of Education Survey Report

Noise or Necessity

Doing Less Better

If it’s Not a 9 or

10/10 it’s a No;

Cross it Off the List

Acknowledgement: Essentialism: The Disciplined Pursuit of Less by Greg McKeown

@LeadingLearner

Illustration by Stan Dupp (@sdupp)

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How Do You Know?

@LeadingLearnerPhoto Credit: Sammo

Life After Levels

Is Primarily a Curriculum Issue not Simply a Data Issue

Too Many Schools are Rushing to Create New Labels

(which don’t mean anything)

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@LeadingLearner

Assessment Design

Acknowledgement: Visible Learning (2009) by John Hattie. Thanks to @TimLeunig

BIG Focus - Great TAL

Illustrations by Stan Dupp (@sdupp)

From Informed to Wise

Research Informed

Experience Informed

Data & Feedback Informed

Impact BlindLacking Mastery Knowledge & Practical Expertise

Lacking Wider Perspective @LeadingLearner

What CPD Would Help Me Teach Better?

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@LeadingLearner

The Central Assessment Concept is Validity

Wiliam, D. (2014) Redesigning Schools - 8: Principled Assessment Design, London, UK; SSAT

Lesson Grades

… But they Are Nonsense

Reference: FFT Aspire & Education Datalab. (2015). Floors, Tables & Coasters: Shifting the Education Furniture in England's Secondary Schools. Available: http://www.educationdatalab.org.uk/getattachment/Home/2015-Educationfurniture-04.pdf.aspx. Last accessed 23rd May 2016

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Graphic: Schools for Human Flourishing (2016)

The primary question … is not about what you do with your life

(as important as that question is).

It is about something much deeper: who do you become while you are

doing it?

Reference: Chalke, S. (2016). Inspired to take a positive approach against extremism. In: Chambers, P Schools for Human Flourishing. London: SSAT. 44-48.

‘We don’t come fully formed into the world. We learn how to think, how to walk, how to speak, how to behave, indeed how to be human from other human beings. We need other human beings in order to be human. We are made for togetherness… to exist in a tender network of interdependence.

That is how you have ubuntu – you care, you are hospitable, you’re gentle, you’re compassionate and concerned.’

Desmond Tutu

We need to prioritise “how we might imbue a deeper and

more powerful sense of purpose, identity, meaning and

belonging into the lives” of people.

Reference: Chalke, S. (2016). Inspired to take a positive approach against extremism. In: Chambers, P Schools for Human Flourishing. London: SSAT. 44-48.

A People Place (William J. Crocker)

If this is not a place where tears are understood, Where do I go to cry? If this is not a place where my spirits can take wing, Where do I go to fly? If this is not a place where my questions can be asked, Where do I go to seek? If this is not a place where my feelings can be heard, Where do I go to speak? If this is not a place where you’ll accept me as I am, Where can I go to be? If this is not a place where I can try to learn and grow,

Where can I be just me?

I have a part in this great work;I am a link in a chain,

A bond of connection between persons.

He has not created me for naught. I shall do good,